Orientation for effective knowledge dissemination

Organizational learning does not always occur in the linear fashions implied by typical learning models. Learning may take place in planned or informal ways. Moreover, knowledge and skill acquisition takes place in the sharing and utilization stages. It is not something that occurs simply by organizing an ‘acquisition effort’. The following are some of the commonly employed orientation by organizations in their quest for effective knowledge dissemination.

(a) Knowledge sources

Organization needs to carefully assess their source of knowledge, i.e. they need to finalise the extent whether new knowledge is to be developed internally or seek inspiration in external ideas. This distinction is seen as the difference between innovation and adaptation or imitation. Both of these approaches have great merit as opposing styles rather than as normative or negative behaviors.

(b) Learning at the individual level

Learning at the individual level can be conceptualized as the process of obtaining and retaining skills and information with relevant aptitude that leads to changes and improvements in action and decision making. The process of organizational learning is, however, less well understood than individual learning. All learning can be characterised as occurring at the individual level. The focus of an organization should be on improving the learning, skills and hence competitive advantage of individuals. However, to ensure their effectiveness, individuals have to be able to fully integrate with and be able to maximise the benefits of learning at the organizational level. In this way, the effective organization ensures that an individual’s actions and learning are both supported by, and providing support to, the organization as a whole. This is described as the “creation of shared understandings”.

Acting together, the individuals that make up the organization are able to learn, work and compete better than they could on their own.

(c) Focus on products and processes

Organizations need to decide whether they would prefer to accumulate knowledge about product and service outcomes or about the basic processes underlying various products.

(d) Documentation

Knowledge is viewed in personal terms as something an individual possesses by virtue of education or experience. This kind of knowledge is lost when a longtime employee leave an organization; processes and insights evaporate because they were not shared or made a part of collective memory. On the other hand, knowledge is defined in more objective, social terms, as being a consensually supported result of information processing.

This calls for the development of organizational memory or a publicly documented body of knowledge.

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(e) Knowledge dissemination

An organization need to establish an atmosphere in which learning evolves or in which a more structured, controlled approach induces learning. In the more structured approach, the company decides that valuable insights or methods should be shared and used by others across the organization. It uses written communication and formal education methods or certifies learning through writing the procedure down. In the more informal approach, learning is spread through encounters between role models and gatekeepers who compellingly reinforce learning. In another approach, learning occurs when members of an occupational group or work team share their experiences in ongoing dialogue.

(f) Organizational learning

Organizational learning needs to encounter on methods and tools, to improve what is already being done or on testing the assumptions underling what is being done. Organizational performance problems are more likely due to a lack of awareness or inability to articulate and check underlying assumptions than to a function of poor efficiency. Generally, these learning capabilities reinforce each other.

(g) Value-chaining

Organization need to build an index of their core competencies and learning investments that need to be valued and supported. Learning investments include allocation of personnel and money to develop knowledge and skill over time, including training and education, pilot projects, developmental assignments, available resources, and so on. If a particular organization is heavily focused on heavy engineering, it would have a natural bias in favor of substantial learning investments in related areas. The value chain can be classified into two categories: internally directed activities of a ‘design and make’ nature, and those more externally focused of a ‘sell and deliver’ nature. The former include R&D, engineering, and manufacturing. The latter are sales, distribution, and service activities.

(h) Skill development

An organization need to develop both individual and group skills. In this way, an organization can assess how it is doing and improve either one of those skills. It can also develop better ways of integrating individual learning programs with team needs by taking a harder look at the value of group development.

NOTES

Survey: The Economic Intelligence Unit (EIU) in co-operation with IBM Consulting Group had conducted an intensive study of emerging Organizational Learning (OL) and Knowledge Management (KM) practices around the globe. Responses were received from 345 companies in 26 countries (1999). Typical OL activities undertaken are:

• behavioral changes to improve teamwork;

• changing individual and corporate behaviour,

• facilitating ongoing, team based and collaborative management ,

• leading individual or team training activities,

• assembly of multi-disciplinary teams to solve business problems.

Learning Organizations are considered masters of managing change for financial gains OL, in its broadest sense, refers to a variety of practices and values that enable a company to explore continually new directions and anticipate or even lead change in the marke place and society at large.

Benefits

1. Learning enhances a company’s speed, innovative-ness and adaptability Technological change, shorter product life cycle, market shifts and global competition affect some industries more than others, but all companies need to synthesiz information and generate knowledge faster. Learning addresses a company’s desire to better anticipate and adapt to changing market conditions, reach the market with mor innovative products faster than competitors and maximize responsiveness to customers needs. Learning organizations are effective not only at creating and/o acquiring new knowledge; buy also in applying that knowledge to continually improve their tasks and activities.

2. Learning builds shareholder value for the long term. Managerial accounting system that currently guide investment and strategy offer little insight into the value tha human know-how, creativity and experience add to products and services. Skandi and other companies now report intangible assets in their balance sheet. They recognize that learning is the key contributor to value addition, in the long run.

Enabling factors

1. Formal business procedures must be balanced with the freedom to create Business organizations discourage people from learning all the time. Every tim someone tells you to do something a certain way because that is the standard way they are telling you not to learn. This type of over-prescription undermine learning. A Company’s official chain of command and formal busines procedures must co-exist with informal personal networks. Best leadership create a balance in the organization between reaping and sowing; production on on hand and building capacity, competence and personal relations on the other.

2. Every company has a different approach. There is no roadmap to becoming learning organization.

3. Culture is the key. A spirit of openness and enthusiasm for continues learning occurs, when leaders actively and continuously promote that values.4. Individual

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3.4.5 Characteristics of learning organization

• They provide continuous learning opportunities.

• They use learning to reach their goals.

• They link individual performance with organizational performance.

• They foster inquiry and dialogue, making it safe for people to share openly.

• They embrace creative tension as a source of energy and renewal.

• They are continuously aware of and interact with their environment.

3.4.6 Characteristics of the Traditional organization Vs Learning organization Element Characteristics of a learning Organization Organization Structure Flat hierarchy, decentralized, Dynamic networks Availability of information Systems in place to make information freely

available

Trust culture High level of trust, Self mastery practiced Communication Decentralized communication processes Innovation Innovation and risk taking encouraged Managers style Facilitator, Coaching style

Learning systems Continual learning and double loop learning

Element Traditional Organization

Learning Organization Shared Values Efficiency

Effectiveness

Excellence

Organizational Renewal

Management Style Control Facilitator

Coach Strategy/Action Plan Top down approach

Road map

Everyone is consulted Learning map

Structure Hierarchy Flat structure

Dynamic networks Staff Characteristics People who know

(experts)

Knowledge is power

People who learn Mistakes tolerated as par of learning

Distinctive Staff Skills Adaptive learning Generative learning Measurement System Financial measures Both financial and non

financial measures

Teams Working groups

Departmental boundaries

Cross functional teams